Nearly three-fourths of Colorado third-graders are reading at grade level, a slight increase that matches the highest proficiency mark achieved in the past ten years, according to results released Wednesday.
Results of the first administration of the Transitional Colorado Assessment Program, which is replacing the Colorado Student Assessment Program as the state shifts to new academic standards, show 73.9 percent of third-graders scored proficient or advanced.
Proficiency rates have hovered between 70 and 74 percent since at least 2003.
That leaves 25 percent of the state’s third-graders – more than 16,000 mostly 9-year-olds – struggling to master basic literacy skills.
More boys than girls need literacy help as third-grade tests provide the first look at a reading gender gap that persists through high school. A seven-point gap separates girls from boys on the 2012 third-grade exam; the most recent tenth-grade exams revealed a 13-point divide.
Gaps are similarly revealed by income and ethnicity on the third-grade reading tests, with 26 points separating students eligible for federal lunch aid and their more affluent peers. And 25-point gaps divide Hispanic and black students from their white classmates.
Those gaps have been cited in recent legislative debates about a literacy bill but the bill is not linked to statewide exams. Instead, the bill – approved Wednesday by state lawmakers – calls for existing early childhood literacy tests to assess whether third-graders meet a “significant reading deficiency” standard to be set by the State Board.
Highs and lows among schools
Some familiar school names show up at both ends of the spectrum in gains and declines on the TCAP results.
Center’s Haskin Elementary, recently profiled by EdNews, saw its scores rise 35 percentage points in a single year, from 41 percent of students achieving reading proficiency to 76 percent.
The 310-student school in the rural San Luis Valley is wrapping up its second year of a three-year, $1.6 million federal School Improvement Grant, awarded to the nation’s lowest-performing schools.
Last year’s scores also saw a big jump, from 28 percent proficiency to 41 percent.
Center Superintendent George Welsh, a key player in the recent Lobato school funding lawsuit, said the results show more money spent well can make a difference.
“I think the results we are achieving are a real life indication that a significant infusion of dollars, spent wisely in targeted areas, can produce the kinds of results the state has striven for through the education system it has designed,” he said.
“Without the training and resource opportunities that were afforded to us through our turnaround grant, we would probably still be where we were in 2010 when only 28 percent of our third-graders could read at grade level.”
Part of Center’s federal funding went to Lindamood-Bell, a for-profit company focused on intensive literacy training, including implementing summer and after-school academies for struggling readers. The company moved a trainer into Center for 18 months.
At the other end of the spectrum, Denver’s Beach Court Elementary saw its third-grade scores drop by 25 to 38 percentage points on the English and Spanish-language reading exams over the past two years.
— Mike Vaughn, DPS
Beach Court, a high-poverty neighborhood school in Northwest Denver, has been publicly lauded over the years for its high performance.
This year’s, 40 percent of the school’s third-graders scored proficient or advanced on the English exam, down from 78 percent last year and 85 percent the year before. On the Spanish version, the proficiency rate was 48 percent, down from 73 percent in 2011 and 92 percent in 2010.
Beach Court’s veteran principal, Frank Roti, did not return a call seeking comment.
“The district regularly reviews all test scores for any signs of unusual patterns and takes the necessary follow-up action,” DPS spokesman Mike Vaughn said.
Asked if the district sent monitors to Beach Court during TCAP testing this year, Vaughn responded that monitors were in “a couple dozen schools” to ensure “proper testing procedures” were followed.
He said he did not know if Beach Court was among them and declined additional comment.
Results of school reform efforts
In terms of growth, Center’s Haskin led all 14 of Colorado’s SIG elementary schools – meaning they’re the recipients of federal grants after having been deemed among the lowest-performing in the U.S.
But Westminster Elementary in the Adams 50 Westminster school district wasn’t far behind, with a 34-point gain over last year.
Five other SIG schools also posted double-digit gains in 2012; only one SIG school, Mapleton’s Meadow Community School, saw a decline.
Sheridan’s Fort Logan Elementary, another SIG school recently profiled by EdNews, continued its gradual but steady increase. Its reading proficiency rate grew to 52 percent, up 7 points in the past two years.
Denver Public Schools touted gains at several schools undergoing major reforms, including two receiving federal SIG grants.
At West Denver’s Greenlee Elementary, part of a contentious 2009 reform proposal, third-graders posted a 21-point gain over last year. Fifty-five percent of third-graders were reading at grade level on this year’s exams.
Greenlee’s principal was replaced in fall 2010 when a new literacy program was adopted. The school also was restructured, shifting from a K-8 to an elementary school.
In Far Northeast Denver, two elementary schools that were part of another controversial reform plan approved in 2011, also saw gains.
Both Green Valley and McGlone elementaries saw 17-point increases in third-grade reading proficiency over last year. Reform efforts at those schools included the requirement that teachers reapply for their jobs this past fall.
Another Denver school reform effort, the teacher-led Math and Science Leadership Academy, also saw strong gains. MSLA third-graders nearly doubled their reading proficiency, from 24 percent to 52 percent.
School district ups and downs
DPS continued to lead the state’s largest districts in reading proficiency growth, with 59 percent of third-graders performing at grade level.
That’s the highest result achieved by the district since state testing began, according to a press release.
Results from the state’s ten largest districts ranged from a 3-point bump in Denver to a 2-point drop in Fort Collins.
Rankings for the big ten districts align closely, though not completely, with poverty rates – Boulder and Douglas County, with poverty below 20 percent, produced the highest scores. Denver and Aurora, with poverty rates topping 65 percent, produced the lowest scores.
Among all metro-area districts, Adams 50 Westminster had the biggest single-year gain.
The district, which has eliminated traditional grade levels and advances students based on proficiency, saw its third-grade reading scores increase six points, from 41 percent proficiency to 47 percent.
Littleton Public Schools produced the highest results of all metro-area districts, with an 88 percent proficiency rate. Its growth also continues, improving six points since 2010.
Another district of interest, the state Charter School Institute, saw its overall third-grade proficiency rate decline eight points, from 77 percent to 69 percent.
Two other trends are evident in the TCAP results, with fewer students taking Spanish-language exams and small districts reporting no public results because they have few test-takers.
Colorado state exams are available in Spanish only in grades 3 and 4. The number of third-graders taking the Spanish version of the reading tests has declined from 1,500 in 2008 to 1,200 in 2012.
And the number of Colorado school districts with no public test scores – meaning they have fewer than 16 third-graders taking the state exams – continues its gradual climb. The state doesn’t report scores for fewer numbers because of privacy concerns.
In 2011 and 2012, 48 of the state’s 182 districts reported fewer than 16 young test-takers. This year, the Agate school district reported a single third-grader. In 2010, 44 districts had no public third-grade scores.